Alignment Guide LIFE GLENCOE

Alignment Guide LIFE GLENCOE

Glencoe Science Your Partner in Understanding and Implementing NGSS* Ease the Transition to Next Generation Science Standards Meeting NGSS Glencoe Science helps ease the transition to Next Generation Science Standards (NGSS). Our middle school science programs ensure you are fully aligned to: Performance Expectations We are committed to ensuring that you have the tools and resources necessary to meet the expectations for the next generation of science standards. What is NGSS? The purpose of the NGSS Framework is to act as the foundation for science education standards while describing a vision of what it means to be proficient in science. It emphasizes the importance of the practices of science where the content becomes a vehicle for teaching the processes of science. Why NGSS? The NGSS were developed in an effort to create unified standards in science education that consider content, practices, pedagogy, curriculum, and professional development. The standards provide all students with an internationally benchmarked education in science. Correlation of NGSS Performance Expectations to Life Science CODE MS-LS1 MS-LS2 MS-LS3 MS-LS4 TITLE From Molecules to Organisms: Structures and Processes...1 Ecosystems: Interactions, Energy, and Dynamics...9 Heredity: Inheritance and Variation of Traits...15 Biological Evolution: Unity and Diversity...18 *Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the

The Correlation Table lists a Performance Expectation that integrates a combination of, Discliplinary Core Ideas, and. Performance Expectations are tasks to evaluate student s knowledge. Each Performance Expectation is correlated to an Applying Practices activity written specifically for the purpose. These activities can be found in the resources for the section listed. are the content knowledge students will need to learn. These are correlated to the main student text. are skills that scientists and engineers use in their work. Each Practice is correlated to a part of the Handbook, which can be found in the program resources. are themes that appear throughout all branches of science and engineering. These are not directly correlated but are found implicitly in the other correlations listed on the page. Find it here! MS-LS1 From Molecules to Organisms: Structures and Processes MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Activity titled It s Alive! Or is it? Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. LS1.A Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Launch Lab 9, 43, 707 MiniLab 54, 103 Skill Practice 59 Lab 106-107 10, 44, 98-100 GQ 10, 43, 99; SCB 40E; 99 Launch Lab 43 MiniLab 54 Skill Practice 59 Launch Lab 43 Skill Practice 59

Life iscience MS-LS1 From Molecules to Organisms: Structures and Processes MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Activity titled It s Alive! Or is it? Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. LS1.A Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Launch Lab 9, 43, 707 MiniLab 54, 103 Skill Practice 59 Lab 106-107 10, 44, 98-100 GQ 10, 43, 99; SCB 40E; 99 Launch Lab 43 MiniLab 54 Skill Practice 59 Launch Lab 43 Skill Practice 59 1

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts. Activity titled Engineering a Cell Developing and Using Models Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. Launch Lab 61 MiniLab 54, 63 55, 61 LS1.A Structure and Function Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/ systems can be analyzed to determine how they function. 51-57, 61-64 DI 53, 57; GQ 52, 55, 56, 57; 52, 53, 56, 57 Launch Lab 61 MiniLab 54, 63 55 2

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems. Activity titled The knee bone s connected to the... Engaging in Argument from Evidence Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. LS1.A Structure and Function In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Systems and System Models Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. Connections to Nature of Science Science is a Human Endeavor Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. MiniLab 103, 483 Lab 106-107 97, 99-104, 482-483, 497-501, 531-537, 541-546, 559-563, 567-573, 637-643 GQ 101, 102, 103, 104, 482, 497, 501, 531, 537, 542, 543, 546, 640; 482 103-104, 482-483 MiniLab 103, 483 Lab 106-107 AC 97; DI 103 Activity titled The knee bone s connected to the... 3

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury. Activity titled The Burrs and the Bees Engaging in Argument from Evidence Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. LS1.B Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Launch Lab 351 MiniLab 133, 452 127, 451, 460-461, 463 GQ 461 351-358 GQ 350, 351, 358 449 4

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes. Activity titled Ready, Set, Grow! Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. LS1.B Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant. Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. MiniLab 743 Skill Practice 349 Lab 730-731, 802-803 DI 743; 297 707-709, 743 GQ 708 Lab 802-803 DI 743 5

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Clarification Statement: Emphasis is on tracing movement of matter and flow of energy. Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis. Activity titled Sun Block Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations. LS1.C Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D Energy in Chemical Processes and Everyday Life The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary) Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter. MiniLab 725 MiniLab 725 71-72, 266, 268, 334-335, 724, 760 GQ 14, 72, 266, 268, 334, 335; IM 704H; SCB 704F; 334, 335, 724 71-72, 334-335, 724, 760 GQ 72, 334; 724 71-72, 333-335 MiniLab 725 6

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration. Activity titled You Are What You Eat Developing and Using Models Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe unobservable mechanisms. MiniLab 336, 532 337 LS1.C Organization for Matter and Energy Flow in Organisms PS3.D Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Energy in Chemical Processes and Everyday Life Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. 69-70, 336-337, 531-533, 535, 536, 725, 760-761 GQ 69, 70, 71, 72, 336, 532, 533, 725, 760; IM 40H, 330H; SCB 40F, 330E 69-70, 336-337, 725, 760-761 GQ 69, 71, 337, 725, 760; IM 40H, 330H; SCB 40F Activity titled You Are What You Eat 7

MS-LS1 From Molecules to Organisms: Structures and Processes continued MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Assessment Boundary: Assessment does not include mechanisms for the transmission of this information. Activity titled It Makes Sense! Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. LS1.D Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems. Activity titled It Makes Sense! 447-449, 452-453, 637-641, 647-653 GQ 447, 449, 637, 640, 650; 453, 638, 639, 652 Launch Lab 447 Lab 472-473 8

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. Activity titled The Fox and the Hare Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to provide evidence for phenomena. Launch Lab 749 MiniLab 371, 743 Nature of Science 370-371 DI 743 LS2.A Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. 370-371, 706-709, 724-726 GQ 704, 707, 708, 709, 726; SCB 704E 370-371, 743, 745 GQ 743; SCB 738E 370-371, 743-745, 750, 753-755 GQ 743, 745, 755 Nature of Science 370-371 Launch Lab 749 MiniLab 371, 743 DI 743 9

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial. Activity titled The Hungry Games: Eat or Be Eaten Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. LS2.A Interdependent Relationships in Ecosystems Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. Patterns Patterns can be used to identify cause and effect relationships. Lab 286-287, 766-767 DI 763 282, 284, 762-764 GQ 284, 762, 763, 764 Activity titled The Hungry Games: Eat or Be Eaten 10

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes. Activity titled Web of Life Developing and Using Models Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe phenomena. MiniLab 760 DI 715, 717, 719; 713 LS2.B Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Energy and Matter The transfer of energy can be tracked as energy flows through a natural system. Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 240, 281, 715-716, 718-719, 723-728, 760-761 CD 725; GQ 281, 716, 725, 761 723-728 MiniLab 760 Activity titled Web of Life 11

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems. Activity titled Snake Invaders Engaging in Argument from Evidence Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science disciplines share common rules of obtaining and evaluating empirical evidence. LS2.C Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Stability and Change Small changes in one part of a system might cause large changes in another part. DI 743 Activity titled Snake Invaders 797-800 GQ 797, 798, 799, 800; SCB 774F Launch Lab 749 DI 743 12

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations. Activity titled Good greef! The corals are dying! Engaging in Argument from Evidence Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. Activity titled Good greef! The corals are dying! LS2.C Ecosystem Dynamics, Functioning, and Resilience LS4.D ETS1.B Biodiversity describes the variety of species found in Earth s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem s biodiversity is often used as a measure of its health. Biodiversity and Humans Changes in biodiversity can influence humans resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on for example, water purification and recycling. (secondary) Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary) 214, 778-783, 788-793 GQ 778, 779, 780, 781, 783; IM 774H; 790, 791, 792 240, 241, 269, 272, 273, 275, 281-283, 339 GQ 240, 272, 273, 283 NOS 20-NOS 27, 4-5 GQ NOS 27, 4; NOS 23 Note: Correlation continues on the next page 13

Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. IM 810H SCB 810F 831-836 Science and Society 795 Green Science 339, 821 14

MS-LS3 Heredity: Inheritance and Variation of Traits MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations. Activity titled Model Mighty Mutations Developing and Using Models Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. Launch Lab 170 DI 171 LS3.A Inheritance of Traits LS3.B Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Variation of Traits In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. 136, 159-160, 170, 173-176, 201 GQ 160, 170, 176; 160, 174 136, 175-176, 201 GQ 175, 176 175 DI 171 15

MS-LS3 Heredity: Inheritance and Variation of Traits continued MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. Activity titled It s in the Cards Developing and Using Models Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. Launch Lab 117 MiniLab 161 Skill Practice 168 Lab 178-179 129 LS1.B Growth and Development of Organisms LS3.A LS3.B Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary) Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. 11, 93, 117-124, 129-133, 351-352, 465-467 GQ 11, 114, 117, 128, 129, 465; SCB 114E, 114F 124, 159-165, 201 GQ 117, 124, 146, 159, 160, 161, 198 117-119, 159-160 GQ 114, 118, 122, 124, 159; 160; SCB 114E Note: Correlation continues on the next page 16

Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems. 117-119, 129-133, 159-165 Launch Lab 117 MiniLab 161 Skill Practice 168 Lab 178-179 DI 163; IWB 146D 17

MS-LS4 Biological Evolution: Unity and Diversity MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers. Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record. Activity titled Set in Stone Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings. MiniLab 195 Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. LS4.A Evidence of Common Ancestry and Diversity The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. Patterns Graphs, charts, and images can be used to identify patterns in data. Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 189-195, 209-211 MiniLab 195 189-195 GQ 188, 189, 192; SCB 186E; 193 MiniLab 195 189-195, 209-211 MiniLab 195 18

MS-LS4 Biological Evolution: Unity and Diversity continued MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures. Activity titled It s All Relative Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. MiniLab 195 DI 195 LS4.A Evidence of Common Ancestry and Diversity Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Patterns Patterns can be used to identify cause and effect relationships. Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 195, 209, 209-211 GQ 209, 210; SCB 186F; 211 MiniLab 195 MiniLab 195 195 19

MS-LS4 Biological Evolution: Unity and Diversity continued MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures. Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development. Activity titled If you ve seen one... Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze displays of data to identify linear and nonlinear relationships. DI 213 LS4.A Evidence of Common Ancestry and Diversity Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. Patterns Graphs, charts, and images can be used to identify patterns in data. 212 GQ 212; SCB 186F; 212 212 DI 213 20

MS-LS4 Biological Evolution: Unity and Diversity continued MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations. Activity titled Spot On Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. LS4.B Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others. Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. MiniLab 205 Lab 216-217 DI 205 195, 201-202 GQ 202, 203; IM 186H; SCB 186F; 202 MiniLab 205 Lab 216-217 DI 203 21

MS-LS4 Biological Evolution: Unity and Diversity continued MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries. Activity titled Foods of the Future Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. LS4.B Natural Selection In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Connections to Nature of Science Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. DI 125 125, 205 GQ 205; SCB 186F; 702 Activity titled Foods of the Future Nature of Science 702 DI 125 Activity titled Foods of the Future 22

MS-LS4 Biological Evolution: Unity and Diversity continued MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time. Assessment Boundary: Assessment does not include Hardy Weinberg calculations. Activity titled Population Probabilities Using Mathematics and Computational Thinking Mathematical and computational thinking in 6-8 builds on K-5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Use mathematical representations to support scientific conclusions and design solutions. Activity titled Population Probabilities LS4.C Adaptation Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 201-204 GQ 203, 204; IM 186H; SCB 186F MiniLab 205 23